Holger Thünemann

Holger Thünemann (* 1975 in Krefeld ) is a German historian and history teacher at the University of Cologne .

Life

Holger Thünemann studied history, Latin and educational science in Münster and Bologna from 1995 to 2001 . After the first state examination (history and Latin) and master’s degree (modern and contemporary history, Latin and educational sciences) in 2001, Thünemann worked in youth and adult education at the Aachen diocese from 2001 to 2004 . From 2002 to 2005 he was a PhD scholarship holder of the Konrad Adenauer Foundation . In 2005 he received his doctorate from the University of Münster under Wolfgang Jacobmeyer . Following clerkship and Second State Examination in History and Latin (2005 to 2007) at the Wilhelm-Gymnasium Hittorf taught Thünemann 2007-2010 at the gymnasium paulinum first full time as a teacher . From 2008 to 2012 he was a student assistant at the Institute for Didactics of History at the University of Münster. In 2010 Thünemann held a W3 professorship for history and its didactics at the PH Freiburg , to which he was appointed in 2012 and which he held until 2013. In 2013 he received offers from the Universities of Cologne and Paderborn . From 2013 to 2019 Thünemann was Professor (W2) for History Didactics in Cologne; since the rejection of an appointment to the first level professorship for history didactics at the Free University of Bozen , he is W3 professor for history theory and didactics at the University of Cologne. He turned down a call to the University of Wuppertal in October 2019. Thünemann is u. a. Member of the Presidium of the Joint German-Polish Textbook Commission and co-editor of the "Contributions to the culture of history" founded by Jörn Rüsen .

Fonts (selection)

Monographs

• The Memorial to the Murdered Jews of Europe. Deciphering a Controversy . Münster 2003 (Contemporary History - Understanding of Time, Vol. 11). ISBN 3-8258-6479-0 .
• Holocaust Reception and History Culture. Central Holocaust Monuments in Controversy. A German-Austrian comparison . Idstein 2005 (Writings on History Didactics, Vol. 17). ISBN 3-8248-0381-X .
• with Bernd Schönemann : textbook work. The history textbook in classroom practice . Schwalbach / Ts. 2010. ISBN 978-3-89974-592-4 .
• with Bernd Schönemann and Meik Zülsdorf-Kersting: What can high school graduates do? At the same time a contribution to the debate about competencies and standards in history . 2nd edition Berlin 2011 (history culture and historical learning, vol. 4). ISBN 978-3-643-10833-3 .
• with Sebastian Bracke u. a .: Theory of history teaching. Frankfurt a. M. 2018 (Exploring History Lessons, Vol. 9). ISBN 978-3-7344-0617-1 .

Editorships

• with Wolfgang Hasberg: History didactics under discussion. Basics and perspectives . Frankfurt a. M. u. a. 2016 (History Didactics discursive - Public History and Historical Thinking, Vol. 1). ISBN 978-3-63166-967-9 .
• with Meik Zülsdorf-Kersting: Methods of historical teaching research . Schwalbach / Ts. 2016 (Exploring History Lessons, Vol. 5). ISBN 978-3-7344-0212-8 .
• with Johannes Meyer-Hamme and Meik Zülsdorf-Kersting: What does a good history lesson mean? A comparison of perspectives. 2., corr. and exp. Edition Schwalbach / Ts. 2016 (Exploring History Lessons, Vol. 2). ISBN 978-3-7344-0403-0 .
• with Wolfgang Jacobmeyer : Foundation and development of German history teaching . School discourses on didactics and history in the 19th century . Berlin 2018 (history culture and historical learning, vol. 17). ISBN 978-3-643-14165-1 .
• with Manuel Köster and Meik Zülsdorf-Kersting: Researching History Education. International Perspectives and Disciplinary Traditions. Second, completely revised and updated edition . Frankfurt a. M. 2019 (Exploring History Lessons, Vol. 4). ISBN 978-3-7344-0813-7 .

Essays

• “But that was precisely what historical thinking was”. Good history class from a teacher's perspective. In: History in Science and Education 62 (2011), pp. 271–283.
• Historical learning tasks. Theoretical considerations, empirical findings and pragmatic research perspectives. In: Zeitschrift für Geschichtsdidaktik 12 (2013), pp. 141–155.
• Problems and perspectives of the historical didactic competence debate. In: Saskia Handro / Bernd Schönemann (ed.): Learn from history? White spots in the competence debate. Berlin 2016 (history culture and historical learning, vol. 15), pp. 37–51. ISBN 978-3-643-13402-8 .
• Between fixation on the past, obsession with the present, future orientation and forgetting about the future. History in the school history book. In: Markus Bernhardt / Wolfgang Blösel / Stefan Brakensiek / Benjamin Scheller (eds.): Horizons of possibility. On the plurality of future expectations and options for action in history. Frankfurt a. M. 2018 (Contingency Stories, Vol. 4), pp. 345–363. ISBN 978-3-593-50807-8 .
• History culture revisited. Attempt to take stock after three decades. In: Thomas Sandkühler / Horst Walter Blanke (ed.): Historicization of history. Jörn Rüsen on his 80th birthday. Cologne u. a. 2018 (Contributions to History Culture, Vol. 39), pp. 127–149. ISBN 978-3-412-50407-6 . link
• Between analog traditions and digital change. Learning and Teaching with History Textbooks in the 21st Century. In: Christoph Kühberger / Roland Bernhard / Christoph Bramann (eds.): The history school book. Teach - learn - research. Münster / New York 2019 (Salzburg Contributions to Teacher Education, Vol. 6), pp. 81–96. link
• Historical value judgments. Positions, findings, perspectives. In: History in Science and Education 71 (2020), pp. 5–18.

Web links

• Prof. Dr. Holger Thünemann